Corinthian Community Primary School

This monitoring inspection followed a full inspection in January 2026 that judged the school to require significant improvement. The school remains in that category. Safeguarding standards are met, and leaders have taken decisive and systematic action to tackle the weaknesses identified previously. Staff morale is high, behaviour is good, early reading and phonics are improving, and attendance is beginning to improve, although it remains below national averages. Achievement remains an urgent improvement area. Published key stage 2 outcomes are well below national averages, especially for disadvantaged pupils, and many pupils leave Year 6 ill-prepared for secondary school. Pupils have significant gaps in writing and mathematics, learning across other subjects is uneven, and support for pupils with SEND and disadvantaged pupils is not consistently effective. Curriculum and teaching, early years, inclusion, leadership and governance, attendance and behaviour, and personal development and wellbeing are all judged to need attention, with improvements often at an early stage.

Strengths

• Safeguarding standards are met and there is an open culture of safeguarding.
• Leaders have taken decisive, systematic action to address weaknesses from the previous inspection.
• Staff morale is high and staff value leaders’ consideration of workload and wellbeing.
• Pupils behave well in a calm, nurturing atmosphere with clear routines.
• Staff build positive relationships and support pupils to manage behaviour and emotions.
• The teaching of early reading and phonics is improving, with more pupils reading fluently and accurately.
• Attendance is beginning to improve through sensitive and purposeful work with families.
• Governors are better placed to challenge and support leaders and fulfil statutory duties, including safeguarding.
• The revised curriculum has raised ambition, including in early years.
• Enrichment, trips and leadership roles are broadening pupils’ experiences and confidence.
• The PSHE curriculum is well structured and covers health, safety and relationships.

Areas for Improvement

• Published key stage 2 outcomes are well below national averages, especially for disadvantaged pupils.
• Many pupils leave Year 6 ill-prepared for secondary school.
• Pupils have significant gaps in writing and mathematics that are not identified or closed swiftly enough.
• Learning across subjects beyond reading is uneven and pupils’ knowledge is often superficial.
• Teaching does not consistently meet pupils’ starting points, including disadvantaged pupils and those with SEND.
• Adaptations for pupils with SEND are not well considered, and pupils rely too much on additional adults.
• Support for disadvantaged pupils is inconsistent and its impact is not yet evaluated well.
• Attendance remains below national averages, and too many pupils are persistently absent.
• Personal development is not fully embedded, and some pupils lack secure understanding of British values and protected characteristics.
• Early years staff interactions do not consistently build children’s vocabulary and deepen learning.
• Subject leadership is in its infancy.
• Participation in extra-curricular activities remains lower for disadvantaged pupils and those with SEND.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Corinthian Community Primary School attended 91.5% of sessions (the national figure for primary schools was 94.8%). 25.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 5.5% of pupils at Corinthian Community Primary School were suspended at least once (nationally 1.1%). One pupil was permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Corinthian Community Primary School had 20.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 6.7% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 22.7% of pupils at Corinthian Community Primary School were on SEN support (nationally 15.4%) and 11.0% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Corinthian Community Primary School received £12,808 and spent £11,159 for each of its 320 pupils. It ended the year with a deficit of £1,580,000 (-£4,946 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Corinthian Community Primary School's Ofsted rating?

The latest Ofsted rating for Corinthian Community Primary School is Urgent improvement, from an inspection in October 2026.

When was Corinthian Community Primary School last inspected by Ofsted?

Corinthian Community Primary School was last inspected in October 2026.

How many pupils does Corinthian Community Primary School have?

Corinthian Community Primary School has 326 pupils on roll.

What age range does Corinthian Community Primary School cover?

Corinthian Community Primary School for pupils aged 3 to 11.

What are Corinthian Community Primary School's SATs (KS2) results?

In 2025, 22% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Corinthian Community Primary School?

Corinthian Community Primary School is at Inigo Road, Liverpool, Merseyside, L13 6SH.